THE EFFECT OF COMMUNICATION BARRIERS ON
Revista Argentina de Clínica Psicológica2020, Vol. XXIX, N 5, 248-264DOI: 10.24205/03276716.2020.1027248THE EFFECT OF COMMUNICATION BARRIERS ONDISTANCE LEARNERS ACHIEVEMENTSAbu Bakar a, Kiramat Shah a, Xu Qingyu a*ABSTRACTBackground: Communication is a functional element of life. It transmits information,ideas, feelings and mutual understanding among people. Everyone has differentcapabilities to interact with others. There are specific barriers that restrict people'sexpression. The key objectives of this study were to elaborate on the communicationbarriers in distance education and their effects on the learning achievement of distancelearners.Methods: Stratified random sampling technique was used for 380 M.Ed Students fromthe five central regions of AIOU. The Academia in the Faculty of Education, Allama IqbalOpen University and all the Regional Heads were included in the study while 300 tutorsof M.Ed program were also included in the sample. Four different set of questionnaireswere used for data collection based on a five-point Likert scale. The data were analyzedby using descriptive statistical techniques, mean score and standard deviation.Findings: Cultural barriers and psychological barriers showed no effect on academicachievement of distance learner. However, findings depicted that social barriers, culturalbarriers, temporal barriers, technical barriers, psychological barriers, contextual barriersand collaborative barriers showed effect on academic achievement. It is clear fromfindings that communication gap had showed effect on academic achievement ofdistance learners.Results: It was concluded that distance learners faced challenges in communication thateffect the achievements of distance learners.Conclusion: By providing better communication facilitates the distance learners throughdigital support services, immediate and timely feedback can enhance the teachinglearning process.Keywords: Communication barriers, distance education, learning achievements, M.Ed.Students, M.Ed. Tutors.1. INTRODUCTIONCommunication is a basic need of human beingsin order to survive in this world. For effectivelearning and understanding, it is necessary forhuman beings to adopt effective communication,get information, exchange ideas and promptfeelings. Thus, communication is a procedure whichemphasizes to transmit information and commonunderstanding among individuals (Keyton, 2011).There is a variety of communication, such as verbal,nonverbal and oral communication. Due to verbalcommunication, a message or any information istransferredinwordform.Nonverbalcommunication is a process in which a message orinformation can be transferred or conveyed in theform of a sign, body language, gestures andposture. In the last type, which is called OralaSchool of Education, Soochow University, Suzhou P.R China.2020, Vol. XXIX, N 5, 248-264aAbu Bakar (Email: mrbakar.abu@gmail.com)Kiramat Shah (Email: kiramatshah2u@gmail.com)*Correspondence: Xu Qingyu, Professor, School of Education, SoochowUniversity, Suzhou P. R China (Email: qyxu@suda.edu.cn)aacommunication speeches, lectures, ,negotiation and aspects can be present orally.(İşman, Dabaj, Altinay and Altinay, 2003).COMMUNICATION BARRIERSCommunication is a functional element of life.People are socializedthrough ication depends on to what extenteffective the process of communication andlearning, and up to what extent there arecommunication barriers among the public, whichare stakeholders. It is essential because everyactivity of a person involves direct or indirectREVISTA ARGENTINADE CLÍNICA PSICOLÓGICA
Abu Bakar a, Kiramat Shah a, Xu Qingyu a*249interaction.Communicationassistancethis barrier students can feel uncomfortable,dramatically effects the organization's behavior ontensed, depressed, and isolated (Dennen, 2005a person (Brun, 2010; Summers, 2010). On theother hand, deficiency of feedback communicationslows down the organizational efficiency (LutgenSandvik, 2010). That's why good communicationskills play an important role in one's success as anadministrator (Yate, 2009).As a skillful communication passes amongpersons', different small and large group, industriesand pubic private, different culture and racessettings, that is why there are more exertion inoverwhelming a greater diversity of barriers. TheCommunication barriers exist in all organizationand these barriers may be particular orenvironmental or noise and cultural differences,bias within the organization. Communicationbarriers are being increased or emerged ineducation as technologies are getting better orexpansion in their capacities and scope throughoutthe world. Communication methods have beenexpanded with Internet-capable devices and withthis expansion, the opportunities for collaboration,context-aware problem solving and access toresources have also been increased. (Donaldson,2011)PERCEPTION ON DISTANCE EDUCATIONAccording to Moore and Kearsley (2012)Distance education is defined as Distance educationmay be physical, pedagogical and social orcognitive. Cognitive distance is referring to howhomogeneous students are amongst themselves. Itis the failure of cognitive distance that due to itconcept formation is difficult for learners the(Mumsch and Wilson, 2003). Pedagogical distanceis a barrier among the teachers and during theireducational experiences (Pereira, Lisbon andLõhmus, 2005). So the major constraints whichhunk effective communication are technical andweb-based issues. But as due to the improvementof telecommunication systems, different types ofcommunication barriers are added, so the need oftraining and guidance in an online context,unawareness of new technology, lack ofsatisfactory technology, participants defy oftechnological changes, difficulty in accessing theinternet, difficulty in analyzing teachers’perspectives and delivering system. (Isman andAltinay, 2005).Major Constraints is the unawareness ofteachers and students from the communicationroles Howevere there is faculty and organizationalbarriers due to the lack of information about theirroles in distance education. (Galusha, 2001). Due to2020, Vol. XXIX, N 5, 248-264Psychological and Contextual BarriersPsychological barriers represent the interactionand presence of two persons; that is how oneperson closes with another while dealing withothers. Contextual barriers refer to the differenceof learning and problem solving between theabstract situations versus in an authentic situationpresented to the student.ACHIEVEMENTSLearning is a continuous lifelong process thatstarts from the mother's womb till last breath.Learning and development go parallel. Due toeducation, six aspects of an individual personalitycan be developed as physical status, mental ability,and social status, spiritual, esthetic and emotionalbehavior. The main goal of learning is to relate thedevelopment and achievement both. Dictionary ofEducation (2002) emphasizes that achievement is abetter performance in a particular subject ofconcern study" (p.5). It is an abstract perceptionwhich can be assessed by some specified criteria. Inaccordance with Ofsted Book (2002) themechanism of achievement is defined as to studycheck, elaborate and judged with all reference ofthe given progress made by a student or groups ofstudents concern with their potential and ability.Achievement outcomes are considered as madeup of "skill" and "will" and are behaviors asseparately terms because both are important forthe development. The focus may be on the will ormotivation to get a different outcome and it will beregarded separately from level of skill. The resultsof Hye-Jung Lee1 and Ilju Rha research (2009)mention that a well-structured program can beoffered for educator's interaction inaccessiblelearning. Study shows that reasoning achievementin an interactive environment is noticeably higherthan that of the achievement produces instructured teaching when critical thinking ability ispursued by learning contents.OBJECTIVESFollowing were the main objectives of the study:1. To identify the communication barriers in thedistance education system.2. To find out the learning achievements ofdistance learners.3. To find out the effects of communicationbarriers on the achievements of distancelearners.REVISTA ARGENTINADE CLÍNICA PSICOLÓGICA
2502. REVIEW LITERATURECONCEPT OF COMMUNICATION:Communication is taken from LatinAbu Bakar a, Kiramat Shah a, Xu Qingyu a*word commūnicāre, which means “to share”, it isan activity to convey a text through a shared systemof signs, symbols and when sharing ication as defined by Reddi, (2009) "it isthe procedures of transitory information andunderstanding and learning from one individual toanother. It also the delivered ideas and making oneself-understood by others" (p. 38). It is theexchange of concepts, thoughts, learning, andemotions between the sender and receiver so"communication is the mechanism of passing ondata and common learning from one individual toanother" (Keyton, 2011, p.16).It is a way through transmitting information andmaking oneself to understand others and it isessential in educational institutions to take place(Ajmal, M., & Ahmad, S. 2019). Effectivecommunication is an art that must be appliedeffectively in the classroom for successfulachievement of goals of an organization, (Sanchezand Guo, 2005 For the development and success ofan individual an effective communication skill isvery important (Yate, 2009). Each of thecommunication process consists of two commonelements that are the sender and the receiver.The Cycle of Communication ProcessSender MessagCreat EncodeFeedbackReceive DecodeMediumBarriersEnvironmentaMessageReceive DecodeFeedbackRecieve CreateEncodeSource: McShane, and Von Glinow, (2003)Organizational Behavior:Following are the Elements of communicationthat is the first one is sender, the second one isencoding, the third is a message, the fourth ismedium, the fifth is decoding, the sixth is a receiverand the feedback. In the whole communicationprocess, first sender initiates the text by using2020, Vol. XXIX, N 5, 248-264verses and signs to present data into a memotowards the handset. Here sender is an individualwho originates and produces a message andtransports an idea to the receiver, the individualreceiver is an individual due to which the messageis conveyed. Text or Message may be in differentway. When the telephone decodes the receivablemessage, it becomes significant information. Anaccurate decoded message makes communicationmore effective. Therefore, the ecological andparticular barriers can hinder the communicationprocess.All these elements represent the quality ofcommunication. In these elements, barriers canreduce the effectiveness of communication.Theories of communication barriers in distanceeducation.DiffusionofInnovationUses andGratificationsDifferentTheoriesRelated withBarriers ofCommunicationTechnologicalDeterminismKnowledge GapIn the communication barrier, the related andconnected theories can be classified as 1) Diffusionof Innovation 2) Technological Determinism 3)Knowledge Gap 4) Uses and Gratifications.Communication barriers consist of two parts, one isa technology and another is communication."Diffusion of Innovation", and "TechnologicalDeterminism" theories are regarded as in the fieldof technology, and "Knowledge Gap" and "Uses andGratifications" are considered in the area ofcommunication.Diffusion of InnovationInnovation is called something new andinnovative as a new project, plan, idea or practice.In this process, information of an improvement toits implementation procedure which is helpful forthe progression and development of an individual.Individuals are regarded as innovative when theyadopt new concepts than other followers of asystem (Owusu-Ansah, C. M., Rodrigues, A. D. S., &Walt, T. B. V. D. (2019).According to Everett Rogers diffusion is thatREVISTA ARGENTINADE CLÍNICA PSICOLÓGICA
Abu Bakar a, Kiramat Shah a, Xu Qingyu a*251process in which due to some specific channels, anand gratifications according to Katz (1959) is “theinnovation is communicated among the associatesprocedures that need the question, not “What doof a social system" (2003, p. 5). People are feelingthe media do to individuals?” but “What doanxiety when they change the teaching-learningprocess, from the out-of-date into face-to-face tothe technologically facilitated learning experience.Technological DeterminismBimber(1990)explainedTechnological Determinismas Technology concerns the social structure andcultural values of society and its development.McLuhan and Innis (1994) are connected with thistheory as Innis had analyzed human history withcommunication technology and argued that in thecommunication process human senses were veryimportant and media expanded the intellects.According to McLuhan expands and states "Themedium is the message". Therefore, television letsus to see and telephone for hearing distance. Otherelectronics apparatus that is computers andelectronic media is uses store information,transmitted, properly manipulated far beyondcapabilities and capacities of human nature.Knowledge GapThis Theory is primarily related with the unequaldistribution of evidence which increases theinequality level within the social system. Inequalityis because of socioeconomic status of individuals, asstated by Tichenor (1970) in their hypothesizedKnowledge theory which emphasizes that “Due tothe combination of information into a omic condition of the population needsto obtain this data faster as associated to lowerstatus.” (pp. 159–160) Thus higher socioeconomicstatus accepts the mass media information faster ascompared to low socioeconomic people in asociety. Furthermore, there are five reasons ofknowledgeRelated social contact, selective exposure,media target markets, stored informationCommunication skills.Gratifications Theory (UGT)Uses of UGT is actual an audience-centeredmethod that stresses audiences' choice by selectingtheir reasons by means of media to obtain variousgratifications from the media according to theirdifferent social and psychological requirements. Itconsiders an active audience that discusses howusers consciously select media content to satisfyvarious needs and allow one to improve knowledge,ethics, values and community interactions. Uses2020, Vol. XXIX, N 5, 248-264individuals do with the media” (p.2). That is waypowerful media message cannot affect individualthe “uses” approach assumes that people’s ethics,values, welfares, associations, and their social rolesare predominant. People need “fashion” what theysee it to their welfares. Severin and Tankard (1997)emphasized that “application and UGT theorymethodology to understand that which peopleactively learn out certain media to satisfy precisedesires. It is an audience-centered method forknowing mass communication and learning."TYPES OF COMMUNICATION BARRIERSSocial andCultural BarriersCollaborationBarriersTemporalBarriersTYPES calBarriersContextualBarriersBarriers to communication are factors whichbreakdown the continuous communications loopespecially in distance education system.Communication barriers can arise at any stage indistance education. Communication Barriers arecategorized into six ways such as Social andCultural, Temporal, Technical, Psychological,Contextual and Collaboration Barriers. (Berge,2013)A) Social and Cultural BarriersCommunication is a social interaction processwhich moves through an intrapersonal,interpersonal and small group. But this socialinteraction process faces a variety of challengesthat hinder its effectiveness. People socializethrough communication as communication isconsidered an important tool to educate society.Communication is a way that provides a mutualunderstanding between students and teachers inan educational context. But there are somehindrances that prevent the effectiveness of thecommunication process in the educational sector.People face social and cultural distances because ofthese differences in class and socio-economicREVISTA ARGENTINADE CLÍNICA PSICOLÓGICA
Abu Bakar a, Kiramat Shah a, Xu Qingyu a*252status in society and these differences causewhich enhances the communication process inbarriers in the communication process. Anotherlearning. But technical issues hinder theview is that different cultural barriers are due to theeffectiveness of communication (İşman and Altinay,limited cultural environment. Russell, Gregory,Care, and Hultin (2007) stressed that cyber cultureas "uniformly developing and rapidly changingconsidered by a certified language, cteristics of forcefulness, attractiveness andwestern-style efficiency" (p. 353).B) Temporal BarriersTemporal Barriers are related to time barriers.Time is a main barrier of communication in distanceeducation. Students do not receive their coursematerials, assignments and letters on time becauseof poor postal system. Students face fear of timewhich is one of causes of drop out. Time pressureeffects the learning skills of students in distanceeducation. As Pajo and Wallace (2001) ation access, time constraints, and timepressures create hurdles in the teaching-learningprocess.Thangada (2010) comes up with such kind ofhindering factors as lack of release time and thetime devoted to course development. Incomparison, Volery and Lord (2000) indicate thatinstructors' interaction motivates learners tocontribute by eliminating temporal. So, teacherinteraction eliminates temporal barriers and makeslearning relaxed. Temporal barriers impede thecommunication of students and teachers, andeffect the effective communication process.C) Technical BarriersThe advancement of technology takes humanbeings into a competitive world. n allow educational institutes toexpand their knowledge globally. But there aresome technical distances in access to technologythroughout the world that refer to the differencesof individual competency to use technology.However, the advancement of communicationtechnologies decreases such kind of technicaldistances. Communication technologies are gettingfast and communication tools get people togetherthrough internet (Isbulan, 2011). Human beingscannot live without communicating so they needunderstandable tools for communication ineducational institutions. Modern informationtechnology also engages in communication andinformation exchanges of institutions (Kiyici, 2011).Now-a-days education is technology-based2020, Vol. XXIX, N 5, 248-2642005). Technical barriers during communicationfaced by learners and educators are a deficiency ofexperience about skill (Perreault, Waldman,Alexander, and Zhao, 2002). On the other hand,Karal, Çebi, and Turgut (2011) mentioned thedifferent problems like teacher, atmosphere,distance, subject type, and duration relatedproblems. They face some other technical barrierslike freezing screen, sound disturbances andechoes. The resolution of the monitors is also aproblem for the eyes. Such kinds of technicalproblems hinder the students learning anddemotivate their understanding level.D) Psychological BarriersPsychological or mental barriers are thosehurdles that are created by the minds of people andthat prevent them from communicating. It is alsoinfluenced by a psychological condition (Brainerd, J.C. (2020). Communicators are anxious by themental disturbance which effect communication.Psychological barriers are also called mindassociated problems as every person's mind isunique and different. People involve incommunication according to their own state ofmind. Their fear and emotions create barriers intheir communication.Psychological issues are potential problems inthe communication process. Sreenath (2009)focuses on attitudes and values which effect theindividuals' state of minds and create psychologicalbarriers in communication. Moreover, differencesin perceptions, resistance to change andindividuals' past experiences are also categorized aspsychological issues. Such kinds of psychologicalissues are the cause of frustration among thestudents and tutors in distance education. As aresult, students feel agitated, which move themtowards the feelings of anxiety in their educationalcareer.E) Contextual BarriersContextual barriers effect the communicationprocess of individuals. Sometimes words that areused by one person are totally different in thecontext of another person. Both use words in adifferent context so that their level ofunderstanding would also be different because ofcontextual meanings. Therefore, it is essential tounderstand the words with their contextualmeanings, which enhance the understanding levelof an individual.REVISTA ARGENTINADE CLÍNICA PSICOLÓGICA
Abu Bakar a, Kiramat Shah a, Xu Qingyu a*253Recently mobile devices work as a barrier in theresponses effect the communication and groupcontextual distance. These mobile communicationperformance (Koh and Hill, 2009).devices make social networking fast and providesupport for education and training. Basically,mobile learning provides flexibility to accesschannels of communication, which supports thelearning process of students. "Students desires tomaintain a balance limit limit among theoreticaland individual life by using phone message formessage purpose” (Donaldson, 2011, p. 16). Theusage of mobile devices is beneficial for students asthey can communicate with classmates andinstructors. But they find barriers of time, space andplace regarding communication with instructorsand classmates.In fact, mobile devices are helpful for theteacher and students to enable them tointerconnect with each other. Mobile devices areenhancingcommunicationinlearningenvironments and engaging students in differentlearning-related activities (Gay, 2001F) Collaboration BarriersCollaboration is teamwork in which people aredirected to work together to achieve communalassignments and goals. They communicate witheach other and sharing ideas and knowledge to gaintheir goals. As communication moves through smallgroups, people get to interact with each other, butat the same time, they face some barriers whichhinder their communication process. Like ineducation sector, students used to combine studyfor their tough task and make themunderstandable. But it is not possible in distanceeducation system because of geographicaldistances. However, collaboration among studentsenhances learning and increase motivation. Butthere are some communication barriers that hindercollaboration learning.Now-a-days communication is expandedthrough internet devices which enhance thecollaboration in online education system. Butstudentsfacemanydifficultieswhilecommunicating others. Their time differencecreates a communication gap. As Kim, Liu and Bonk(2005) pointed out that differences of time zonecreate communication problems among the onlinelearners. They cannot follow the time andcollaborate with each other. Time differences effecttheir group discussion as some students' followtime but others cannot because of certain reasons.For instance, in online group discussion somestudents do not response properly because of notknowing the group members. Unfamiliarity is ahurdle in collaborating process and their delayed2020, Vol. XXIX, N 5, 248-264ACHIEVEMENTSAccording to the Merriam-Webster Dictionaryachievement is “up to some degree that has beendone or accomplished through working: an endresult of hard work. The condition of havingaccomplished something”. So, effort and hard workis needed in achieving the desired goal. As mentionby Dictionary of Education (2005) “Theachievement is a successful accomplishment incertain subjects, areas, discipline or courses, usuallyin case of skill, profession and hard work andinterest”. In other words, “achievement is theconclusion of the successfulness, the extent theprogress in learning educational practices that theindividual involves in relation with his/hereducational learning” (Isnian, 2009). So,achievement is a thing done by an individual whichmade a noticeable difference in the performance,added value and contributed to the advancementLearning achievement represents academicroutine outcomes explain that a person has skillfulgoals specifically in institute, college, and universityspecifically shown in the form of value. As fromShah (2008) the education improvement is the“degree of individual improvement in differentsubject oriented in institution which stated in theform of ratings” (p.91).ACHIEVEMENTS OF DISTANCE LEARNERSLearning is needed for achieving goals andsuccess. In educational system especially indistance education, students work hard to achievesuccess in their academic career. As in disstancelearning they need more effort to get high scores,which determine the competence in their course.They work hard for getting the Grade Point Average(GPA) which processes the student’s meanacademic achievement across the courses taught inany given semester (McKenzie, Gow and Schweitzer2004, Zeegers, 2004). So, it is vibrant to use GPA tocalculate the student’s performance for theparticular semester.Both teacher and students are separate in thespatial dimension in distance learning, and use oftechnological resources fill this distance (Casarotti,Filliponi, Pieti and Sartori, 2002) and students whoare learned through distance learning system calleddistance learner. Distance learners have variouspotential, intellectual and mental capacities.Students are self-regulated, self-directed anddynamic to learn. There are different needs fordistance learners and motivations as compared toREVISTA ARGENTINADE CLÍNICA PSICOLÓGICA
Abu Bakar a, Kiramat Shah a, Xu Qingyu a*254others. So, for successful distance learning tutorneed to be considered learners' individual traits andSource: McShane, and Von Glinow, (2003)learning methodology during the learning processOrganizational Behavior:(Hussain, 2013).Hoffman and Lowitzki (2005) pointed out thattheoretical achievement, and student satisfactionare measures of academic success which determinethe distance learner's satisfaction and enables theevaluation of not only learners' knowledge but alsothe effectiveness of teaching. Thus, there is a strongconnection between learners' satisfaction andacademic achievements (Dhaqane and Afrah, 2016)in teaching-learning process.So, academicperformance was influenced the final grade anddistance learners' behavior.Theories on communication barriers in distanceeducation.Diffusion ofInnovationUses andGratificationsDifferentTheories Relatedwith Barriers ofCommunicationTechnologicalDeterminismEFFECTS OF COMMUNICATION BARRIERS ONACHIEVEMENTS OF DISTANCE LEARNERSKnowledge GapPsychologicalBarriersTYPES OF COMMUNICATION BARRIERSSocial T OFDISTANCELEARNERSocial andCultural BarriersCollaborationBarriersTYPES calBarriersTechnicalBarriersContextualBarriersThe Communication ProcessEFFECTS OF COMMUNICATION BARRIERS ONACHIEVEMENTS OF DISTANCE LEARNERSSender MessagCreat EncodeFeedbackMediumReceive DecodeMessageBarriersEnvironmentaReceive DecodeFeedback RecieveCreate Encode2020, Vol. XXIX, N 5, 248-264REVISTA ARGENTINADE CLÍNICA PSICOLÓGICA
Abu Bakar a, Kiramat Shah a, Xu Qingyu a*255PsychologicalBarriersSocial T sTechnicalBarriersDESIGN OF THE STUDYLearners face communication barriers in all overthe world, which effect their learning. It affects notonly the formal system of education but also thenon-formal system of education as in AIOU.Learners of AIOU face communication barriersbecause they are in distance level, so survey designis used to get the opinion of distance learner aboutthe communication barriers which effect theirlearning and achievements. The study wasquantitative, non-experimental and descriptive innature. Data do not need to be always available inquantitative form. For this purpose, nonquantitative data can be converted intoquantitativeformthroughmeasurementPopulation of al110433120SAMPLING OF THE STUDYThe sample size of tutors and students is basedon the formula generated by Krejcie and Morgan(1970). According to these 1104 tutors' populationsample size is 300 and 33120 students’ populationsample is size is 380.Sample of the tors7070605050Students80807575702020, Vol. XXIX, N 5, 248-264instruments. So survey design was used.The primary purpose of the study was to find outthe communication barriers its effect uponachievements of distance learners. Data wascollected from the respondents by using surveyquestionnaires. Four questionnaires were framedfor the students, tutors, academicians and regionaldirectors in order to deeply understand theproblem and their opinions about the effects ofcommunication barriers.NATURE OF PARTICIPANTSThe population for the current study wasAcademia, tutors, regional directors and studentsof M. Ed session enrolled 2014 at AIOU. The studywas conducted on the effects of C.B uponachievements of distance learners. Effects of C.Bwere seen through the scores of students whichthey achieved in the last semester of M.Ed(Autumn-2013).POPULATION OF THE STUDYThe population of research covered:1.Tutors of M.Ed. of Provincial Headquartersand Islamabad, i.e. 1104.2. M.Ed Students of Provincial Headquarters andIslamabad, i.e. 33120.3. Regional Directors of AIOU stationed atProvincial Headquarters and ICT 12.4. Academia of the Faculty of Education, i.e. 20
COMMUNICATION BARRIERS Communication is a functional element of life. People are socialized through effective communication skills. Effectiveness of communication depends on to what extent effective the process of communication and learning, and up to what extent there are
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BARRIERS TO COMMUNICATION Main Key Point of barriers to effective communication The ideas and massage have to reach from the transmitter to receive in the same sense. If it does not happen, it is on account of barriers to communication. Main Key Point of barriers can be
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